A2 Key for Schools Lesson Plan: Reading · Lesson Plan: Reading . This lesson plan accompanies A2 Key for Schools 1, Test 1, Reading and Writing, Part 2, p.10 -11 . This lesson is
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This lesson plan accompanies A2 Key for Schools 1, Test 1, Reading and Writing, Part 2, p.10-11
This lesson is suitable for students towards the end of their A2 Key for Schools course
Lesson Goals
1. Raise awareness of the use of synonyms in the reading paper 2. Help students recognise distractors in the reading paper
Time needed
Interaction
1. Warmer – Resource 1 as a handout to pairs /groups 10 mins
• Instruction 1 Ask students to work in groups and write one book title next to each prompt 1-7. Demonstrate the activity by eliciting a possible book title for number 1. If necessary, go through the vocabulary in bold with the class and check the students’ understanding. Reassure the students that there are no correct or incorrect answers here.
e.g. 1. – The hunger games • Instruction 2
Whole class feedback. Elicit the titles and encourage students to justify their ideas. Elicit contrasting ideas if possible and write new emergent vocabulary on the board.
5 mins
5 mins
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T-S
2. Main activities – individual copies of Resource 2, 3, and Task 2, page 9-10
45 mins
1. Hand out Resource 2 and ask students to work in pairs. For each
question 7-13, students choose the option A-B which corresponds to the question. Demonstrate the activity with question 7 and elicit that B is correct. A uses similar words, but the meaning is different (i.e. the speaker is sad the book is finished, but says nothing about his opinion of the end of the story)
Whole class feedback. Elicit the correct options and encourage students to justify their answers. Answers: 7B 8A 9B 10A 11A 12A 13B
3. Now ask the students in pairs or small groups to work together
and write one more correct option for each question. Demonstrate the activity by eliciting a new option for questions 7, e.g. I think the ending was bad. Monitor and assist as appropriate. Possible answers:
7. The last pages are disappointing 8. The drawings were really nice 9. I bought it in a bookshop 10. I enjoyed that the story happens in Turkey, which is different from my country 11. The boy becomes a wizard and goes to school 12. The novel isn’t famous 13. I cried when I finished the book
4. Ask each pair or small group to read one random sentence they wrote to the whole class. The other pairs decide which questions 7-13 it matches with. If a student generated sentence doesn’t match any of the questions, use it as an opportunity to raise awareness of distractors, as in activity 2.
5. Now hand out the pages 9 and 10 and ask the students to match
questions 7-13 to Jian, Max and Kojo. Remind the students of the strategy below.
Students should read each text carefully one by one and
underline the answers they find in the text, before moving on to the next one. Underlining answers will make it easier to spot any unknown answers at the end of the activity, if there are any.
Whole class feedback. Elicit the correct options and encourage students to justify their answers.
3 mins
12 mins
10 mins 12 mins
3 mins
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6. Extension activity – For homework, ask students to write a 60-word text about a book they have enjoyed. They should include information to answer two of the questions 7-13.
7. Collect and correct the texts, ensuring that they answer two of the questions 7-13, then hand them out to other students, at random. The students read the text they have been given and underline the two answers they can find. They then find the author of the text and check their answers with them. During feedback, use interesting examples from the students’ texts to highlight the importance of synonyms and paraphrasing in this part of the test.
16-year-old Pat Tulloch has an unusual hobby. She makes cheese on the family farm inAustralia. She began by making yoghurt with her mother when she was little. Then she startedwatching her father’s workers make cheese. When she was ten, she made some herself forthe first time. ‘It wasn’t great,’ she says, ‘but the workers told me what I was doing wrong andthat helped me to slowly get better.’
Pat always needs good milk for her cheese, but she doesn’t have to buy it. Her mother and father keep 100 cows on their farm. Pat can just ask them when she needs more. Last year, Pat’s neighbour gave her a young cow to keep and look after, but it doesn’t produce milk to make cheese yet.
Pat and her family make several types of cheese. Recently they won a prize for one of them. ‘It’s been great for helping customers find out about us,’ says Pat. ‘Last month we started selling cheese in New Zealand. People there read about our prize in a food magazine. Soon we’re going to do some advertisements, too.’
Pat’s next idea is to post some online recipes for cooking with cheese. ‘One of my favourites is cheese with eggs for breakfast. It’s great! Our cheese is also lovely with pasta – I hope a restaurant might buy some one day.’ But right now Pat is still at school. ‘Making cheese is fun and winning a prize for it is great, but doing well in my studies matters more for now.’